Chapters in Books (Centre for Health Professions Education)

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Browsing Chapters in Books (Centre for Health Professions Education) by Author "Van Schalkwyk, Susan"

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    Academic literacy revisited : a space for emerging postgraduate voices
    (AFRICAN SUN MeDIA, 2016) Van Schalkwyk, Susan
    SUMMARY : Few would challenge the notion that postgraduate studies, particularly at doctoral level, should make a contribution to the body of knowledge. Such contribution is typically the product of several years of academic endeavour characterized by a process of ‘being and becoming’ a scholar (Van Schalkwyk 2014). The doctoral journey has, however, been described as one that is fraught with uncertainty and ambiguity, and that is intricate and multi-facetted (Green 2005; Jazvac‐Martek 2009). In addition, Barnett (2009: 431) has suggested that in today’s complex and unpredictable, technology-driven world we require a “wider form of human being” than ever before. It is in this complex space that the postgraduate academic project is situated, requiring the construction of a meaningful, intellectual work such that the graduate is able to take a stand and make her voice heard. Aligned to this thinking is the tacit assumption that engagement in postgraduate studies will facilitate the acquisition of academic literacy and entry into the disciplinary discourse or community of practice within which the academic work has been undertaken. In so doing, the graduate will become recognized as a scholar in the field.
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    Evolving doctoral identities : understanding ‘complex investments’
    (SUN PRESS, 2014) Van Schalkwyk, Susan
    ENGLISH SUMMARY : The metaphor of a journey is often applied to doctoral studies. This journey is characterised by a sense of ‘being and becoming’ that accompanies the emergence of a candidate’s doctoral identity (Green 2005; see also Barnett & Di Napoli 2008). Many students experience this process of identity formation as complex and multifaceted, influenced by individual realities and social contexts (Jazvac-Martek 2009), and fraught with tension and uncertainty (Green 2005). This change in identity is seldom gradual. Often it is marked by moments of dissonance and crisis that lead students to places of change and growth (Di Napoli & Barnett 2008; Jarvis-Selinger, Pratt & Regehr 2012). The doctoral student is expected not only to engage in the process of knowledge acquisition and creation, but to also navigate the developmental journey towards doctorateness (Frick 2011; Trafford & Leshem 2009). Although there is a growing body of research in the field of doctoral education, there remains a need for studies that seek to understand how the identity of the doctoral candidate evolves during the time of study, and why this rite of passage (Andresen 2000) occurs the way it does (Green 2005; Jazvac-Martek 2009). Knowledge about the lived, dayto-day experience of a doctoral candidate is scant. The relationship between student and supervisor is often shrouded in secrecy representing a ‘bounded’ space that is seldom opened up to scrutiny from the outside. Following on Jazvac-Martek (2009), I argue that drawing on constructs such as identity, and the development thereof, offers a useful lens through which the doctoral experience can be explored.
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    Graduate attributes for the public good : a case of a research-led university
    (SUN MeDIA, 2012) Van Schalkwyk, Susan; Herman, Nicoline; Muller, Andre
    ENGLISH SUMMARY : Hall (chapter two) and Walker (chapter six) stress the distinction between higher education as a private asset and as a public good. Previously, Walker (2002:43) argued strongly that universities have a role to play in the promotion of democracy and in inculcating the sort of ‘cultural capital, values and knowledge’ in its graduates that will contribute to a more just and equitable society. This debate is tightly linked to a growing focus on the nature of the attributes students leave university with, including how these attributes will equip graduates for future employment (Barrie, 2007:439). In South Africa the need for graduates who will be able to participate in growing the national economy was emphasised in the National Plan in Higher Education some ten years ago now (DoE, 2001). More recent mandates emanating from the Department of Higher Education and Training – for example the guidelines provided for aligning programmes with the Higher Education Qualifications Framework (HEQF) – have also included issues of citizenship and social justice (Government Gazette no 30353 2007).
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    The influence of context on the teaching and learning of undergraduate nursing students: A scoping review
    (2020-10) Meyer, Rhoda; Van Schalkwyk, Susan; Archer, Elize
    BACKGROUND. The role that context plays in the teaching and learning space has been well documented.OBJECTIVES. To synthesise perspectives from previous studies related to the influence of context on teaching and learning among undergraduate nursing students.METHODS. This study was guided by the stages for review proposed by Arksey and O'Malley. Six databases were searched, generating 1 164 articles. Based on the eligibility criteria, the articles were screened through several processes, resulting in 55 articles being included in the final review.RESULTS. Five themes were identified, including the organisational space, the nature of interactions in the healthcare team, the role of the nurse manager, the role of the educator and the academic institution-hospital engagement.CONCLUSION. While there are many studies of the role of context in teaching and learning, this review highlights the interconnectedness of the various factors within the learning context, providing a framework that can inform decision-making when seeking to enhance teaching and learning in nursing education.